Manuscript received September 4, 2024; revised September 20, 2024; accepted November 29, 2024; published February 14, 2025
Abstract—The global education system has undergone significant changes due to the COVID-19 pandemic, leading to a widespread transition to online learning. This shift has particularly affected art and design courses, which typically depend on practical, visual teaching methods and live demonstrations. To tackle these issues, this research gathered responses from undergraduate students at the university to understand how online teaching tools can enhance their distance learning experience, by gaining insights into their views on online education and the application of teaching tools such as holographic technology. Data were gathered using Likert-scale questionnaires and open-ended questions to assess students’ experiences, needs, and expectations of online teaching tools for lectures, learning activities, and assessments during the first semester of 2021. The results indicate that students favor interactive and engaging platforms like Microsoft Teams and show a strong interest in gamified learning activities. Moreover, students emphasized the importance of secure and formal online assessments. This research underscores the potential of using holograms to offer immersive and engaging educational experiences, which could revolutionize remote art and design education.
Keywords—holograms, art and design, COVID-19, online learning, online teaching tools
Cite: Loh Ngiik Hoon, Natasha Binti Rusdy Wong, and Marzie Hatef Jalil, "Next-Gen Distance Learning: Propose Hologram Features Based on Students’ Perceptions of Online Teaching Tools in Visual Arts Education," International Journal of Information and Education Technology, vol. 15, no. 2, pp. 293-300, 2025.